Performance Task (Summary in G.R.A.S.P.S. form):(T)
Goal: Make a 5 minute informational video that informs time travel passengers, who's destination is revolutionary France, of the events leading up to their arrival. Role: Historian/Film Producer for Fortin Film Audience: Christian Crowley's staff at Before & After Time Travel Inc. Situation: 100 years from now NASA develops the technology to permit time travel. To counter the extronomical cost of the research they have sold sole civilian rights of the technology to trillionaire Christian Crowley. Mr.Crowley is in the midst of using the technology to establish a time travel destination company called Before & After Time Travel Inc. Mr.Crowley believes that it is important that all passengers have a general knowledge of the era that they are traveling to and has decided that all air crafts will air short (5-10 min.) informational videos to be aired during the commute. You and your partner at Fortin Film are tasked with using iMovie to make a sample video pertaining to one specific year of the French Revolution that will be submitted for selection. The winning firm will be awarded the exclusive Before & After contract worth 500 million dollars, in addition the creators of the selected film will receive a free time travel destination trip to the location of their choice. Product/Presentation: iMovie Standards iMovie Rubric: Content 25%/ Effects, Transition, Titles 15%/Quality (audio & light) 15%/Length 10%/ Spelling & Grammar 10%/ Educational value 25% Presentation Rubric: Comprehension 20%/Speaks clearly 15%/Team Collaboration 20%/ Preparedness 15%/ Enthusiasm 20%/Eye Contact & Posture 10%
Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):
Other Evidence(OE)
•Storybird.com: Students will write a children's story thats plot revolves around the French Revolution.
•GoogleDoc:Students will participate in 4 out of a series of 8 governmental gatherings. Participation with involve role playing using knowledge of specific period and key figures. Options: Louis XVI's Court, National Assembly, Legislative Assembly, National Convention, Committee of Public Safety, Directory,Napoleonic Empire.
•Skype: Students will partake in a debate against a French History class located in France, students will be able to select a topic of their choice within the realm of the French Revolution to debate.
•Google Earth: Students will deconstruct a present day map of Europe to the year 1789. Map themes can, but are not limited to, topics such as population, borders, wealth, race, and religion.
•E-mail: Students will assume the role of a French citizen living during the Revolution, they will be tasked with exchanging 4 letters total between themselves and a peer of their choosing.
•iMovie: Students will imagine that youtube existed in the 18th century, they will be tasked with producing their own video that would have likely been featured on the site at the time. Movies can incorporate comical skits, music, speeches or other approved genres.
Student Self-Assessment and Reflection
Self-Assessment(SA)
•Pre-assessment: Four Corners Inquiry
•Checking for understanding: Exit Ticket, Every Pupil Response, Pop-It, Take and Pass, Handprint, Slap-it
•Timely feedback: Self/Peer/Teacher
Assessment Task Blue Print
What understandings/goals will be assessed through this task?(G)
Understanding
Goal (MLR)
• U2 & U3
Content Area: Social Studies Standard Label: E.History Standard: E2 Individual, Cultural, International, and Global Connections in History. Grade Level Span: Grades 9-Diploma "The Early Modern World, 1450-1800" Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities.
What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
Big Ideas
Big Ideas
•Enlightenment
•French Revolution
Through what authentic performance task will students demonstrate understandings?
Task Description:(T)
iMovie
What student products/performances will provide evidence of desired understandings?
Type II Product
Type of Presentation
•iMovie
•Oral
By what criteria will student products/performances be evaluated?
Stage 2 - Determine Acceptable Evidence.
Role: Historian/Film Producer for Fortin Film
Audience: Christian Crowley's staff at Before & After Time Travel Inc.
Situation: 100 years from now NASA develops the technology to permit time travel. To counter the extronomical cost of the research they have sold sole civilian rights of the technology to trillionaire Christian Crowley. Mr.Crowley is in the midst of using the technology to establish a time travel destination company called Before & After Time Travel Inc. Mr.Crowley believes that it is important that all passengers have a general knowledge of the era that they are traveling to and has decided that all air crafts will air short (5-10 min.) informational videos to be aired during the commute. You and your partner at Fortin Film are tasked with using iMovie to make a sample video pertaining to one specific year of the French Revolution that will be submitted for selection. The winning firm will be awarded the exclusive Before & After contract worth 500 million dollars, in addition the creators of the selected film will receive a free time travel destination trip to the location of their choice.
Product/Presentation: iMovie
Standards
iMovie Rubric: Content 25%/ Effects, Transition, Titles 15%/Quality (audio & light) 15%/Length 10%/ Spelling & Grammar 10%/ Educational value 25%
Presentation Rubric: Comprehension 20%/Speaks clearly 15%/Team Collaboration 20%/ Preparedness 15%/ Enthusiasm 20%/Eye Contact & Posture 10%
•GoogleDoc:Students will participate in 4 out of a series of 8 governmental gatherings. Participation with involve role playing using knowledge of specific period and key figures. Options: Louis XVI's Court, National Assembly, Legislative Assembly, National Convention, Committee of Public Safety, Directory,Napoleonic Empire.
•Skype: Students will partake in a debate against a French History class located in France, students will be able to select a topic of their choice within the realm of the French Revolution to debate.
•Google Earth: Students will deconstruct a present day map of Europe to the year 1789. Map themes can, but are not limited to, topics such as population, borders, wealth, race, and religion.
•E-mail: Students will assume the role of a French citizen living during the Revolution, they will be tasked with exchanging 4 letters total between themselves and a peer of their choosing.
•iMovie: Students will imagine that youtube existed in the 18th century, they will be tasked with producing their own video that would have likely been featured on the site at the time. Movies can incorporate comical skits, music, speeches or other approved genres.
•Checking for understanding: Exit Ticket, Every Pupil Response, Pop-It, Take and Pass, Handprint, Slap-it
•Timely feedback: Self/Peer/Teacher
Assessment Task Blue Print
What understandings/goals will be assessed through this task? (G)
Standard Label: E.History
Standard: E2 Individual, Cultural, International, and Global Connections in History.
Grade Level Span: Grades 9-Diploma "The Early Modern World, 1450-1800"
Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities.
What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
Through what authentic performance task will students demonstrate understandings?
What student products/performances will provide evidence of desired understandings?
By what criteria will student products/performances be evaluated?
•Effects, Transition, Titles 15%
•Quality (audio & light) 15%
•Length 10%
•Spelling & Grammar 10%
•Educational value 25%
•Effects, Transition, Titles 15%
•Educational value 25%
•Quality (audio & light) 15%
•Spelling & Grammer 10%
•Length 10%